Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans

In an expertise study with 94 mathematics teachers varying in their relative teacher expertise (i.e., student teachers, trainee teachers, in-service teachers), we examined effects of teachers' professional knowledge and motivational beliefs on their ability to integrate technology within a less...

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Veröffentlicht in:	Learning and instruction Jg. 66; S. 101300
Hauptverfasser:	Backfisch, Iris, Lachner, Andreas, Hische, Christoff, Loose, Frank, Scheiter, Katharina
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Elsevier Ltd 01.04.2020
Schlagworte:	Educational technology Expectancy-value theory Expertise research Mathematics teaching Professional knowledge Expectancy-value theory Mathematics teaching Educational technology Expertise research Professional knowledge
ISSN:	0959-4752, 1873-3263
Online-Zugang:	Volltext
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Abstract	In an expertise study with 94 mathematics teachers varying in their relative teacher expertise (i.e., student teachers, trainee teachers, in-service teachers), we examined effects of teachers' professional knowledge and motivational beliefs on their ability to integrate technology within a lesson plan scenario. Therefore, we assessed teachers' professional knowledge (i.e., content knowledge, pedagogical content knowledge, technological knowledge), and their motivational beliefs (i.e., self-efficacy, utility-value). Furthermore, teachers were asked to develop a lesson plan for introducing the Pythagorean theorem to secondary students. Lesson plans by advanced teachers (i.e., trainee teachers, in-service teachers) comprised higher levels of instructional quality and technology exploitation than the ones of novice teachers (i.e., pre-service teachers). The effect of expertise was mediated by teachers' perceived utility-value of educational technology, but not by their professional knowledge. These findings suggest that teachers’ motivational beliefs play a crucial role for effectively applying technology in mathematics instruction. •We examined effects of relative teacher expertise on the quality of technology-integration.•We used lesson plans to measure the quality of technology integration.•Relative teacher expertise accounted for quality of lesson plans.•Teachers utility-value mediated the relative teacher expertise effect.
AbstractList	In an expertise study with 94 mathematics teachers varying in their relative teacher expertise (i.e., student teachers, trainee teachers, in-service teachers), we examined effects of teachers' professional knowledge and motivational beliefs on their ability to integrate technology within a lesson plan scenario. Therefore, we assessed teachers' professional knowledge (i.e., content knowledge, pedagogical content knowledge, technological knowledge), and their motivational beliefs (i.e., self-efficacy, utility-value). Furthermore, teachers were asked to develop a lesson plan for introducing the Pythagorean theorem to secondary students. Lesson plans by advanced teachers (i.e., trainee teachers, in-service teachers) comprised higher levels of instructional quality and technology exploitation than the ones of novice teachers (i.e., pre-service teachers). The effect of expertise was mediated by teachers' perceived utility-value of educational technology, but not by their professional knowledge. These findings suggest that teachers’ motivational beliefs play a crucial role for effectively applying technology in mathematics instruction. •We examined effects of relative teacher expertise on the quality of technology-integration.•We used lesson plans to measure the quality of technology integration.•Relative teacher expertise accounted for quality of lesson plans.•Teachers utility-value mediated the relative teacher expertise effect.
ArticleNumber	101300
Author	Loose, Frank Lachner, Andreas Scheiter, Katharina Backfisch, Iris Hische, Christoff
Author_xml	– sequence: 1 givenname: Iris surname: Backfisch fullname: Backfisch, Iris email: i.backfisch@iwm-tuebingen.de organization: Leibniz-Institut für Wissensmedien, Tübingen, Germany – sequence: 2 givenname: Andreas surname: Lachner fullname: Lachner, Andreas organization: Leibniz-Institut für Wissensmedien, Tübingen, Germany – sequence: 3 givenname: Christoff surname: Hische fullname: Hische, Christoff organization: University of Tübingen, Germany – sequence: 4 givenname: Frank surname: Loose fullname: Loose, Frank organization: University of Tübingen, Germany – sequence: 5 givenname: Katharina surname: Scheiter fullname: Scheiter, Katharina organization: Leibniz-Institut für Wissensmedien, Tübingen, Germany
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